Innovative Approaches in Midwifery Education

Istanbul University - Cerrahpasa

Status: Completed

Conditions: Simulation Training

Treatments: Behavioral: simulation training

Study type: Interventional

Funder types: Other

Identifiers

NCT06681987

E-95531838-050.99-116027

Details and patient eligibility

About

In midwifery education, simulations often cover areas such as labor and neonatal care, emergency management, birth complications, and routine maternal care. High-reality simulation mannequins allow students to practice a variety of skills, such as managing normal deliveries and complications, providing care during caesarean section, or performing initial interventions on the newborn. It increases knowledge, critical thinking, confidence and competence, especially in obstetric emergencies where clinical exposure may be limited. Simulation supports the development of both technical and non-technical skills, including teamwork. To be effective, simulation needs to include briefing (feedback), good communication, observation, repetition, reflection and evaluation. However, it remains a valuable tool for creating safe learning environments that mimic real clinical scenarios without patient risk. It helps students practice staying calm and working in an organized manner in the face of stressful situations they may encounter in real life.

Full description

Instead of the tension and pressure that can be experienced in real patient care, simulations alleviate students' fear of making mistakes by providing a safe environment. This reduces stress and allows students to feel more relaxed. As students have the opportunity to learn from their mistakes and make amends, they can act more confidently when faced with stressful situations. However, it should not be ignored that simulation may cause stress in some students. Since simulations confront students with situations that are close to real clinical scenarios, they may cause students to feel intense pressure, especially in complex or emergency situations. Although there are no real patients in the simulation environment, the realism of the scenarios and the evaluation of their performance by the instructors may increase the stress level in some students. However, this type of stress is usually considered as part of a positive learning process because it allows students to experience less stress when they face similar situations later on. Managing stress during simulation training is also an important part of the training. Post-simulation feedback and evaluation sessions help students to review their emotional and psychological state. This process can help students to evaluate themselves, develop strategies to cope with stress and feel less anxious in the future. In addition, teamwork and collaboration among students during the simulation can also be effective in stress management. Their ability to communicate within the team, receive support and solve problems together contributes to students' relaxation by reducing stress levels.

Enrollment: 30 patients

Sex: Female

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• To agree to participate in the research
• To have successfully passed all courses
• The student does not have visual and hearing impairment problems
• Studying in the 7th academic semester

Exclusion criteria

• Refusing to participate in the research
• Incomplete/incorrect completion of data collection tools
• Receiving a psychiatric diagnosis such as anxiety disorder
• Excessive stress
• Problems with hand-eye coordination

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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30 participants in 2 patient groups

simulation

Experimental group

Description:

One group of students will practice computer-based simulation for pre-eclampsia and eclampsia case management skills using a high-fidelity simulator (n = 15) (subgroups n=3), while the other group will practice with a low-fidelity model (n = 15; subgroups n=3). In the first stage, the case will be written for the high-fidelity simulator and will be submitted to the opinions of experts in the field. After the necessary arrangements are made, the groups will be randomized and allocated. In the second stage, the experimental group will be presented with a virtual reality simulator, and the control group will be presented with a case example of preeclampsia and eclampsia with a low-level simulator. In order to evaluate and increase the teamwork skills of the students in the experimental and control groups, the students will be divided into subgroups of three.

Treatment:

Behavioral: simulation training

control

No Intervention group

Description:

application will be made in a low reality model